Year 8 English Unit Plan

Novel Study- NIPS XI

Content
Key Ideas- the construction,
maintenance and reformation of
stereotypes are utilised in the text
-several themes are explored in the
novel- racism, sexism, traditional
cultural roles, unity, what it means to
be Australian..
- character change and development
supports the engagement of the
reader
-the reader is positioned by the
author

ACARA
Language
Language variation and
change
Language for interaction
Understand how conventions of
speech adopted by communities
influence the identities of people in

(ACELA1541)
Text structure and
organisation
those communities

Understand how cohesion in texts is

improved by strengthening the
internal structure of paragraphs
through the use of examples,
quotations and substantiation of

(ACELA1766)
Expressing and
developing ideas
claims

Analyse and examine how effective

authors control and use a variety of
clause structures, including clauses

Teaching and Learning Activities

Curriculum Links

Borrow book from library.

Introductory activities: Analysis task. Answer questions based on the books cover
and synopsis.

Read book as a class, making sure all the class is up to date. Encourage class
members to take on reading each chapter. At the end of each lesson, summarise
what they have read. At the start of each lesson, recap what happened.
Students are to examine the ideas of stereotypes and what it means to be
Australian. They will consider what role multiculturalism plays in Australian society
and discuss their views and opinions with classmates.

(ACELA1540)

Within the classroom, we have a diverse body of students. This diversity

contributes to the uniqueness of our class. But the idea spreads further than that,
to our communities and other social circles. Discuss as a class how each nationality
has contributed to our community. Brainstorm what things we wouldnt have if it
wasnt for particular groups of people.
Consider the characters and the different perspectives they have of being
Australian. Students can complete characterisation task. Needs to be in full
sentences and can be presented as a poster or PowerPoint.

(ACELA1544)

embedded within the structure of a

noun group/phrase or clause

(ACELA1545)

Literature
Literature and context
Explore the ways that ideas and
viewpoints in literary texts drawn
from different historical, social and
cultural contexts may reflect or
challenge the values of individuals

(ACELT1626)
Responding to literature

Racism and sexism are contemporary issues that plague our society, and that our
students need to deal with on a daily basis. The Assessment task addresses the
topics of racism and sexism, helping to define these terms and how we can combat
them in our communities.
Extension task: Prose. Students are able to use their imagination and creativity, as
well as pick their mode of presentation. In this task, they need to assess the
information which has been presented to them in the book and compile it into a
particular form. This task can be used as an assessment or extension task.

(ACELA1549)

and groups

Share, reflect on, clarify and evaluate

opinions and arguments about
aspects of literary texts

(ACELT1627)
Recognise and explain differing
viewpoints about the world, cultures,
individual people and concerns

(ACELT1807)
Examining literature
Creating literature
represented in texts

Literacy

Task 1: Analysis Students are to analyse the cover and synopsis of the book and
consider what the book is about and if they think they will enjoy it.
Task 2: Characterisation Students need to pick three characters and answer
questions listed on task sheet. They need to consider different perspectives from
different characters, and what influences they have on the story
Task 3: Prose Students are to write from the perspective of a writer for a
newspaper or a cricket commentator. They will compile information provided in the
book and compile it into their chosen form.
Assessment Task: Students to make a PowerPoint presentation defining and
exploring the themes of racism and sexism, and how they will combat these in
their community.

(ACELT1628)
(ACELT1629)
(ACELT1767)

Texts in context
Interacting with others
Use interaction skills for identified
purposes, using voice and language
conventions to suit different
situations, selecting vocabulary,
modulating voice and using elements
such as music, images and sound for

(ACELY1808)
Interpreting, analysing,
evaluating
specific effects

Analyse and evaluate the ways that

text structures and language features
vary according to the purpose of the

(ACELY1730)

text and the ways that referenced

sources add authority to a text

(ACELY1732)
Use comprehension strategies to
interpret and evaluate texts by
reflecting on the validity of content
and the credibility of sources,
including finding evidence in the text
for the authors point of view

(ACELY1734)
Creating texts

(ACELY1736)

(ACELY1738